My Microteaching group session was transformative in that I learnt about pace as a lecturer through experiential practice. Between my peers we shared characteristically different ways to deliver our micro-teaches. By the end of the day, I had observed, reviewed and commented on a range of different approaches, which made me reflect on my own teaching practice.
I have to this point always planned my teaching sessions with an understanding of the ‘pace’ of activities my learners would engage with in a general sense. Now, I have realised that it’s not only the pace of the activities, but rhythm + speed in which I deliver each component, which has a profound effect on dynamics. Also timings of Q&A’s, in which I need to give space to students to respond without moving to the next activity.
Often my workshop approach is to engage + inform through a presentation which inspires through authenticity. Leading to a range of interactive activities, which give experiential learning outcomes from the said presentation. I always prompt students with opportunities to ask questions frequently or myself ask questions to the group collectively.
I learnt through the day + brilliant feedback from Tim Stephens our Tutor, that I can orchestrate the pace / rhythm / speed / timings of the entire session in detail, whilst allowing students to have energy + freedom to express their thoughts + work. Understanding this valuable skill will develop my approach to working with students different characteristics. That I can flexibly gauge the speed of a session + in real time adjust speeds to help maximise the student learning experience.
Seeing different teaching approaches compels me to dedicate more time to the planning of my scheduled sessions, with regards to speed + timings within a session. When + where would it be appropriate to be ‘fast paced’ + when I can afford to be ‘slower’ to let students have time to ‘reflect + respond.’ I have always considered my teaching style to be student-centeric, for listening is key to understand the learners point of view. But now I feel that I have a strategy in place to gauge timings in a scheduled session to control when I speak + when I don’t for the best for my students.